1. Wait and a flower will bloom… Linda Lindsey READ655

2. Development does not always happen at the same time for everyone….

3. People are social beings…all knowledge that is constructed “begins in social interaction” Vygotsky (1978)

4.  The teacher should tap the multiple intelligences of the students. There have been many great accomplishments made in my classroom when a student could write a song or create a visual instead of writing a report to exhibit their knowledge of the material

5.  Teachers need to engage students in cooperative learning activities that are at the students’ level of ability, interest and readiness. In addition, the teacher needs to consider cultural, linguistic and socioeconomic backgrounds as well as prior knowledge of the students.

6.  A stakeholder advocates for peer tutoring. She states, “Student motivation is linked to how successful they feel”. The need to communicate to a less knowledgeable other, such as a peer, motivates the process (Forman & Cazden, 2004).

7. My ultimate vision is for all learners to be successful, no matter the road they must take to get there. It is not a race, but a journey. My ultimate vision is for all learners to be successful, no matter the road they must take to get there. It is not a race, but a journey.

8. References Alexander P. A. & Fox, E. (2004). A historical perspective on reading research and practice. In R. B. Rudell, & N.J. Unrau (Eds.), Theoretical models and processes of reading- (5th ed., pp. 33- 68). Newark, DE: International Reading Association. Forman, E. A., & Cazden, C. B. (2004). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In R. B. Rudell, & N.J. Unrau (Eds.), Theoretical models and processes of reading- (5th ed., pp. 163 -186). Newark, DE: International Reading Association. Harris, T. L. & Hodges, R. E. (Eds.), (1995). The literacy dictionary The vocabulary of reading and writing Newark, DE: International Reading Association. References Alexander P. A. & Fox, E. (2004). A historical perspective on reading research and practice. In R. B. Rudell, & N.J. Unrau (Eds.), Theoretical models and processes of reading- (5th ed., pp. 33- 68). Newark, DE: International Reading Association. Forman, E. A., & Cazden, C. B. (2004). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In R. B. Rudell, & N.J. Unrau (Eds.), Theoretical models and processes of reading- (5th ed., pp. 163 -186). Newark, DE: International Reading Association. Harris, T. L. & Hodges, R. E. (Eds.), (1995). The literacy dictionary The vocabulary of reading and writing Newark, DE: International Reading Association.